
*ii;ti4!4*7i!iHniHMUi*HHtiiUitHl; 



LIBRARY OF CONGRESS. 

Cluip. i:_c!^_. Copyrio'ht No. 



81ielf_.05 



UNITED STATES OF AMERICA. 



VIOLA OLERICH 




If) 

H 

Z 

w 
< 

w 

o 
z 



o 



o 



VIOLA OLERICH 



THE FAMOUS BABY SCHOLAR 



AN ILLUSTR-VrKl) I'.K K'.KArilV 



i;y 



PROF. HENRY OLERICH 



\\ 




" Baby Viola is the youngest reader and writer that 
ever lived."— San Francisco Examiner. 



CHICAGO 
LAIRD c^ LEE, Tublisukks 



t 



47056 V^^^^S 



l-lt3t-te^< y of Congress] 

SEP 141900 

SECOND COPY. 

Oeiwvraiif* 

OftOiK DIVISION, 



80102 



Entered according to Act of Congress, in the year nineteen 

hundred, by 

WILLIAM II. LEE, 

In the office of the Librarian of Congress, at Washington. 



ILLUSTRATIONS 



Fig. 1. Baby Viola exhibiting her talenis, 

2. Viola- at her lunch counter. 

•' 3. Viola can read books in three languages. 

4. Viola taught the digits and colors. 

5. Viola learns geometrical figures. 
5*. Viola and her mathematical toys. 

6. Viola knows the faces of many famious 

people. 

6*. Viola familiar with 32 kinds of seeds. 

7. Viola as a full-fledged anatomist. 

8. Viola at her money-exchange counter. 

9. Viola at home with punctuation marks. 
•' 10. Viola's spelling proficiency. 

" 11. Viola taking apart the elements of a 

flower. 

" 12. Viola drawing on the blackboard. 

" 13. Viola at her typewriter. • 

•' 14. Viola playing with astronomy. 
15. Viola undergoing a severe test. 




FIG. 2. —VIOLA AT HER LUNCH COUNTER. 



CONTENTS 



PART FIRST 
Biography 

PAGE 

I. Time and Place of Viola's 

Birth and Adoption T 

II. Principal object of adoption. . 8 

III. How the Baby was selected.. . 8 

IV. Viola's Diary 8 

V. Physical Characteristics 9 

VI. Early Conduct 10 

VII. Eating and Drinking 11 

VIII. Sleeping 13 

IX. State of Health 15 

X. How Treated 15 

XL Methods Used 16 

XII. How Viola learned to read. . . . IG 
XIII. How Viola learned German 

and French 19 

XIV. Number and Color 21 

XV. Drawing 22 

(3) 



4: CONTENTS 

PAGE 

XVI. National Flags 34 

XVII. Geography 2-i 

XVIII. Portraits of Famous Men and 

Women 25 

XIX. Seeds and Leaves 26 

XX. Anatomy and Physiology. ... 26 

XXI. United States Money 27 

XXII. Punctuation Marks 28 

XXIII. Spelling 28 

XXIV. Analyzing a Flower . ., . 29 

XXV. Writing 30 

XXVI. Typewriting 30 

XXVII. Some Miscellaneous Accom- 
plishments 32 

XXVIII. Examination 33 

PART SECOND 
The Education of Little Children 

I. Can every Child Learn as Rap- 
idly? 35 

11. Overtaxing the Mind 37 

III. Interest for Learning 31) 



CONTENTS 5 

page; 
IV. Our Methods in the Pubhc 

Schools 40 

V. "What do you intend to prove?" 41 
VI. Cause of, and Cure for the Cry- 

Babv 43 

VII. Standard of Right and Wrong. 45 

VIII. Temper 47 

IX. Toys and their Usefulness 48 

X. Dress 49 

XI. Meddling 50 

XII. Teasing 52 

XIII. Order 53 

XI\^ Outside Influences 56 

XV. The Nature and Use of Patience 57 

XVI. Cleanliness 58 

XVII. Exercise 59 

XVIII. The Cause of, and Cure for 

Pouting 61 

XIX. Revenge 63 

XX. Truthfulness 64 

XXI. Kindness ^^^^ 



6 CONTENTS 

PAGE 

XXIL Work or Labor G^ 

XXIII. Freedom 69 

XXIV. Relicrion 70 

PART THIRD 

Endorsements of Prominent People 
and Newspapers 

I. Viola's Debut 72 

II. A Few Press Notices 73 

III. A Few Opinions of Prominent Peo- 

ple 77 

IV. A List of Leading Newspapers and 

^laeazinc Articles 79 




FIG. 3. — VIOLA CAN READ BOOKS IN THREE LANGUAGES. 



VIOLA OLERICH 

THE FAMOUS BABY SCHOLAR 



Part first 



BIOGRAPHY 

I 

Time and Place of Viola's Birth and 

Adoption 

Viola Rosalia Olerich was born in the city 
of Des Moines, Iowa, February 10, 1897. We 
(Henry Olerich and Henrietta Olerich) adop- 
ted her October 14, 1897. At the time of 
adoption, we resided in Lake City, Iowa, 
where I was employed as Superintendent of 
the public schools. July 25, 1899, we moved 
to Council Bluffs, Iowa, where Viola has 
lived with us ever since, and has received all 
her instructions from us at home. 

(7) 



8 VIOLA OLERICH 

II 
Principal Object of Adoption 

Our chief object for adopting a child was 
to test, in a practical way, a new theory of ed- 
ucation, which we believed to be much super- 
ior to any educational system which has here- 
tofore been used. The wonderful success with 
which we have so far met, must stand as evi- 
dence of its merit; and is very briefly outlined 
in the following pages of this work. 

Ill 
How the Baby was Selected 

No attempt was made to select a particular 
child; on the contrary, we desired to get an 
average child, hence physical health was the 
only point of pedigree which we regarded of 
vital importance, and even of this we knew 
little or nothing. 

IV 
\ iola's Diary 

We keep perhaps a more complete Daily 
Record of Viola than was ever before kept of 



THE BABY SCHOLAR 9 

a child. The data used for this biographical 
sketch are taken from this Diary. This affords 
the reader an assurance that the facts given in 
this sketch were not jotted down at random 
from memory, but are as accurate as cautious 
clerical work can reasonably make them. Ev- 
ery week, Mola is also weighed, measured, 
and has her picture taken. 

V 
Physical Characteristics 

Viola's physical conditions at the time of 
adoption did not impress us very favorably. 
She was a pale, an almost sickly-looking baby, 
with a mouth that was a little crooked, and 
the riofht side of her face considerably fuller 
than the left. These defects soon began to 
diminish and disappear. Her cheeks assumed 
a healthy color; her face grew symmetrical, 
and her walk easy and graceful. 

Viola's size and weight is about the aver- 
age. At the time of adoption, she weighed 14 



10 VIOLA OLERICH 

pounds 1 ounce, and was 2 feet 1.1 inches tall. 

July 1^ 1900, she weighed 30 pounds 1 
ounces, and was a little over three feet tall. 

Baby is now regarded as a ''beautiful 
blonde, with brilliant eyes^ soft golden hair, 
and a charming personality." 

VI 
Early Conduct 

At the time we adopted Viola, she was a 
frail cry-baby; could stand up beside a chair, 
but could not walk from one object to another. 

We immediatetly began to teach her to 
amuse herself by playing on the floor with her 
simple toys. She soon learned to like this so 
well that she did not want to be held. She 
has thus early learned to amuse herself, a 
knowledge which is of inestimable value, and 
which every person, young and old, should 
possess in the fullest measure. By being 
thus kindly treated and busily employed, her 
habit of crying rapidly diminished, and her 



THE BABY SCHOLAR 11 

disposition became more and more jovial and 
amiable. 

VII 
Eating" and Drinking- 

Viola was weaned the day Mrs. Olerich got 
her from Des Moines. She refused to be 
nursed from the bottle, but drank milk and 
ate bread and crackers very readily. We let 
her have all the warm, sweet milk she wanted 
before retiring", also after rising in the morn- 
ing and at all other times. 

In the morning as soon as she got up, we 
set her in her high-chair and gave her a crust 
of dry bread or cracker, which she ate v/ith 
much apparent relish. At breakfast she was 
placed at the table and was permitted to eat 
as much of everything on the table as she de- 
sired; and so at all other meals. 

Between meals, she has always eaten when- 
ever her appetite prompted her to do so. At 
the age of one year and six months, she re- 
ceived her little lunch-counter. In this lunch- 



12 VIOLA OLERICH 

counter, we always keep a supply of bread, 
crackers, etc., for her, and whenever she wants 
to eat between meals she goes to her lunch- 
counter, opens the lid, and eats as much as 
she desires. When she is through eating, she 
almost invariably closes the lid and goes on 
playing. This practice is not only a useful 
lesson in establishing a healthy appetite, but is 
also a valuable lesson in order. Viola doe^ 
not eat a great variety of food. Milk, bread, 
oatmeal, crackers, toast and a few cookies 
constitute her chief articles of diet. Occasion- 
ally she eats potatoes and a little meat. She 
never eats pie, nor fruit of any kind except 
bananas. She has a box of candy within easy 
^ reach on the side-board ; but she eats only a 
small piece once in perhaps several days. 

She could drink alone nicely, when she was 
ten months old. At first she drank milk al- 
most exclusively, but when she was about two 
years old, she began to prefer water, and now 
she drinks water almost altogether. 




FIG. 4. -VIOLA TAUGHT THE DIGITS AND COLORS. 



THE BABY SCHOLAR 



13 



We never offer her any tea, coffee, or any 
Other stimulants and narcotics. We think it 
is very injudicious, if not positively cruel, to 
create an abnormal appetite in innocent chil- 
dren for such useless if not injurious bever- 
ages. , 
We have every reason to believe that good 

water is the best drink that the Creator has 
made, and for this the healthiest appetite 
should be developed. 

So much freedom in eating and drinkmg 
has established such a healthy and reliable ap- 
petite that overeating has seldom or never 
occurred. The whole animal kingdom fur- 
nishes evidence that a healthy appetite is the 
only reliable guide as to when and what to 
eat and drink, and that all interference must 
sooner or later result in evil consequences. 

VIII 
Sleeping 

Ever since Viola was with us, she has slept 
alone and retired alone. M first she retired 



14 VIOLA OLERICH 

between 7 and 8 in the evening, and rose 
about G in the morning. She slept twice dur- 
ing the day; once in the forenoon, and once 
in the afternoon. 

Sometime before she was two years old, she 
has slept but once during the day, immedi- 
ately after dinner. The hour of retiring as 
well as the hour of rising have gradually 
grown later. She now usually retires between 
9 and 10, sleeps soundly all night, and rises 
about 7 in the morning. 

She has never been rocked, carried, nor put 
to sleep. Sleep is rest, especially mental rest, 
and a child should have plenty of it. It 
should be made as free, pleasant and health- 
ful as possible. A helpless child should al- 
ways be taken up immediatetly after it wakes 
up. It should never be compelled to cry for 
assistance. To do so soon makes it a cry- 
baby. 



THE BABY SCHOLAR 15 

IX 
State of Health 

Aside from incidental colds and the measles^ 
baby has always enjoyed the best of health. 
She has been growing continually handsomer 
and more vigorous from the first day she 
came to live with us. 

X 
How Treated 

I have always treated Viola with the utmost 
kindness and courtesy; have never even spok- 
en a loud or harsh word to her. 

It is my opinion that every "bad boy" and 
every "bad girl" has been made bad by med- 
dlesome interference. It has been said: "Spare 
the rod and spoil the child," but modern sci- 
ence, as well as common sense, is beginning 
to say: "Destroy the rod and refine the 
child." Intelligence, kindness, and freedom 
are, no doubt, the only factors that can really 
reform and refine the world. 



16 VIOLA OLERICH 

XI 
Methods Used 

Viola has acquired all her knowledge In the 
form of play. She has never "studied" a les- 
son in her life; has never been asked to take 
a book. Her whole life has been a continu- 
ous series of delightful play. I invented and 
constructed much of the attractive educational 
apparatus with which the keen interest for 
learning was awakened, and after surrounding 
her with this apparatus, she has enjoyed com- 
plete freedom as to when and what to learn. 
She, and not vv^e, has always been the judge in 
this choice. All we do is to create an inter- 
est for learning and activity in whatever direc- 
tion we desire her to develop. 

XII 

How Viola Learned to Read 

Partly for the purpose of amusing herself, 
partly for creating an interest for books, and 
partly for the purpose of learning to handle 



THE BABY SCHOLAR 17 

books, Viola received her first book when she 
was thirteen months old. 

Soon after this, we began to direct her at- 
tention to objects in the pictures and told her 
some interesting" facts about them. In a few 
days, she became intensely interested in these 
simple exercises. She soon brought her book 
to us for a lesson very frequently. 

At the time we gave her this book, we also 
put up an artistic little shelf in a convenient 
place in the sitting-room, and told her that 
this little shelf would make a nice library for 
her new book, when she was not using it. She 
learned the lesson of keeping her book on it 
very readily. This was an important lesson 
on order. 

With her first book, she played for two 
months, after which it was put away and an- 
other kind of First Reader given her, which 
she also used for two months in a similar 
manner. She played with these books very 
much — perhaps from tvv^o to th.ree hours a 



18 VIOLA OLERICH 

day. The forepart of the first book is consid- 
erably torn; the second is sHghtly torn in only 
two places. 

These simple exercises awakened an early 
interest for pictures and books, cultivated a 
taste for observation, strengthened attention, 
developed caution and memory, greatly en- 
larged her vocabulary, and created an appre- 
ciation for order and beauty; in fact, they 
started the development of almost all the 
mental faculties. 

She could give one sound of every letter, 
when she was seventeen months old; then she 
learned to read short sentences, which she had 
learned to speak readily. I printed these sen- 
tences on cards and she learned to read them 
by the Sentence Method. We then began to 
use the Word Method also. In this way we 
used all the methods in an attractive way, 
sometimes one and sometimes another. 

Her library was gradually increased from 
one book to its present size of about 100 vol- 



THE BABY SCHOLAR 19 

umes. It contains readers^ spellers, arithme- 
tics^ physiologies, botanies, zoologies, an as- 
tronomy, speakers, histories, etc. 

When Viola was two years eleven months 
old, she could read at sight with force and 
expression almost any reading matter in the 
English language. She could also read Ger- 
man nicely before she was three years old. 
Now (age three years one month) she reads 
English, German and French. There is per- 
haps not a word in the Baldwin series of 
school readers from the First includino- the 
Sixth, but what she can faultlessly read at 
sight. She even reads Buckle's History of 
Civilization in England, Draper's Intellectual 
Development of Europe, Herbert Spencer's 
Synthetic Philosophy, etc. In English she 
reads script almost as well as print. 

XIII 
How Viola Learned German and French 

The German and French she learned to 
read almost exclusively by the Sentence 



20 VIOLA OLERICH 

Method. The sentence is the unit of thought. 
We think and speak in terms of sentences and 
not in terms of words and elementary sounds. 
For this reason the Sentence Method is the 
easiest nd most attractive for Httle children, 
and produces by far the best readers. A 
young child should learn to read such sen- 
tences as it uses in its daily conversation, 
rather than to learn new sentences by reading. 
This course makes the reading easy, delight- 
ful, and intelligible. 

3m mmt. 



c3 ip SBinter. 5r>er B(i)nce fclllt in blc^ten 
5lo!!en. ^alb breitet ftcf) eine raei^e S)e!!e 
ii bcr ©tabt unt) Sanb. ^te ^na ben ge f)en §in au3, 
rot len ben ©rfinee gu fam men, unD ma c^en ei nen 
gro ^en ©c^neemann. ©ie jet gen il^m ei nen alien 
^ut auf unb fte! fen itjm ei ne a( te ^fei fe in "O^n 
§lunb. ^er iSd)nee mann madjt 'i>^n ^na bm vid 
6pa|. 

This is the first German lesson, which Viola 
learned to read. She read it well February 2, 
1900, eight days before she was three years 
old. 




A'^o 1 \ r. 1 I nm. 11 d;i. 
\ iiila kno\\> tlic<e t\\eiit\ 
^^ ii lines and antics ■ 




FIG. 5. —VIOLA TAUGHT GEOMETRICAL FIGURES. 



THE BABY SCHOLAR 21 

La Petite Fille et 1' Abeille 

Abeille si jolie, 
Conte-moi, je te prie, 
Pourquoi, des le matin, 
Ramassant ton butin, 
Sur les oeillets, les roses, 
Tour a tour tu te poses, 
Sans penser un moment 
A ton amusement? , 

This is the first French stanza which she 
read well February 8, 1900. 

XIV 
Number and Color 

At the age of twenty months, Viola could 
read all the digits (numbers up to nine), and 
recognized nine colors: white, black, and the 
seven prismatic colors. I taught her the digits 
by printing large figures on pretty blocks 
which were hung on the wall. Each block had 
also a number of bright tacks in it correspond- 
ins: to the numerical value of the digit. The 



22 VIOLA OLERICH 

colors were taught by fastening colored rib- 
bons to blocks, and hung up in the same way 
as the number blocks. These blocks were call- 
ed for by number or color whenever we and 
baby felt disposed to play with them. Baby 
would then go and get the one she thought we 
had called for. \\> began with two blocks and 
gradually increased the number. At 22 
months, she could read all numbers not 
over 100; June 1, 1900, she read numbers as 
large as octillions. She is also familiar with 
a number of shades and tints. 

XV 
Drawing" 

When she was one year nine months, Viola 
could draw the following on the blackboard 
or with pencil when requested : a vertical 
line, a horizontal line, a slanting line, a cross, 
a ladder, and a circle. Since that time, she 
has learned to draw many other things. Up- 
on request, she will novv' draw any kind of line 
used in plane geometry, all the various kinds 



THE BABY SCHOLAR 23 

of triangles and quadrilaterals, a sphere, a 
cube and a triangular prism, a pyramid and 
cone and their frustums, leaves of trees, and 
many other things of that nature. 

We began drawing with straight lines on 
the blackboard, and explained their position; 
then we took up the triangle, curved line, etc., 
gradually proceeding from the simple to the 
more complex. 

Lines and Angles 

Viola knew at sight and could name the 
twenty-two kinds of lines and angles used in 
geometry, when she was one year eleven 
months old. These lines and angles were 
drawn on cards about the size of a common 
envelope, and she learned to recognize and 
name them in the same way as she learned the 
portraits, etc. 

Viola learned form very readily. Before she 
had attained the age of one year nine months, 
she could name and get any of the thirty-four 
geometrical forms shown in the picture. We 



24 VIOLA OLERICH 

first put up only three pieces — the square, the 
circle, and the triangle. Then others were 
added as fast as she learned the former. 

XVI 
National Flag's 

When Viola was one year nine months old, 
she knew the flags of twenty-five nations. 
When all the flags were set up in a Hne, she 
could get any one called for. In all these ex- 
ercises, we began with a few and then in- 
creased the number. In our learning, we 
never had any particular time set for certain 
exercises, but always followed our inclina- 
tions. The reader should firmly keep in mind 
that all Viola's learning was only play, and 
that she always enjoyed complete freedom. 

XVII 
Geography 

In geography she learned first to locate and 
name the states and territories of the United 
States. The map had no names on it. She 




tjal form «;r(B'>«^* - -"-■ 






; ^t ' 'WWiww ii M»'3iaBifliiW M Bg 







I 



m 



FIG. 51/2— VIOLA AND HER MATHEMATICAL TOYS. 



THE BABY SCHOLAR 25 

could point to any state and territory and their 
capitals when she was one year nine months 
old. She first learned to read geographical 
names from printed cards; then she began to 
use Frye's Primary Geography. In this way 
she could soon name, locate, and read the 
names of all the countries in the world and 
their capitals. Then she learned to read and 
locate the names of oceans, lakes, mountains, 
rivers, capes, etc. She can now read almost any 
geographical name given in Frye's Primary 
and Complete Geographies, and, upon re- 
quest, she can find almost any prominent geo- 
graphical name and place in a few seconds, if 
the closed book is given to her for that pur- 
pose. 

XVIII 
Portraits of Famous Men and Women 
At the age of one year and ten months, Vi- 
ola knew the portraits of more than one hun- 
dred famous men and women, representing 
nearly all schools of thought, both good and 



26 VIOLA OLERICH 

bad. She became fond of playing with these 
pictures, and learned them in a short time. 

The portraits were stuck in a card-holder, 
all in plain view; then Baby was requested to 
get a certain one. In the first lesson only two 
cards were used, then the number was in- 
creased as she learned to recognize them. 

XIX 
Seeds and Leaves 

Before Viola was one year and eleven 
months old, she knew and could name thirty- 
two different kinds of seeds and twenty-five 
kinds of leaves of trees. The seeds were put 
in little bottles, set in a neat case, so that all 
the bottles were in plain view at the same 
time. The leaves were pressed in a large 
book. She soon became very fond of these 
educational toys. 

XX 
Anatomy and Physiology 

At the age of one year and eleven months, 



THE BABY SCHOLAR 27 

Viola could point to almost all the visible 
bones of the human skeleton, and to many 
other organs of the body. She first learned to 
name and locate the femur, then the humerus, 
and so on. Now she can name and read the 
names of all the bones of the human skeleton, 
and locate nearly all of them. She can also 
read, name, and locate almost all the internal 
organs, as well as many of the external parts 
of the body. 

XXI 
United States Money 

At twenty-three months, she named and 
recognized all the denominations of United 
States money which is now coined and printed 
by the United States government, except bills 
over $100. We taught her the money by plac- 
ing it in a shallow dish, beginning with the 
penny and the nickel, increasing the denom- 
inations as fast as she learned them. Some- 
times we asked her to pick out a certain de- 
nomination for us, at other times we would 



28 VIOLA OLERICH 

take a piece and ask her to name it. In this 
way she learned to discriminate and to name; 
to observe and to talk, all of which is very 
useful in the practical affairs of life. 

XXII 
Punctuation Marks 

At two years, Viola knew twenty-two Punc- 
tuation Marks. They were drawn on cards, 
and learned in the same way as the portraits, 
geometrical forms, flags, etc. The reader will 
notice that all the baby's learning is in the line 
of practical knowledge; knowledge which we 
must possess before we can read intelligently 
and write correctly. 

XXIII 
Spelling- 

Shortly after Viola began to read, she also 
began to learn tlie names of the letters and to 
spell easy words, v/hich were printed in large 
letters on cards, and these cards could be 
slipped into a groove on one face of attractive 




FIG. G. -VIOLA KNOWS THE FACES OF MANY FAMOUS PEOPLE. 



THE BABY SCHOLAR 29 

blocks, which were hung up against the wall, 
and which had pieces of peanut in them. Ev- 
ery time she wanted a peanut, we would ask 
her to get a block (we called these blocks pea- 
nut bottles), having a certain word in it. 
When she brought the block containing the 
right word, she would first spell the word by- 
sight, then from memory, and also often by 
sound. In this way she learned to spell read- 
ily and pleasantly, so that at the age of three 
she could spell a long list of words, many of 
them quite difhcult — such as vinegar, sugar, 
insect, \^iola, busy, mamma, Rosalia, Febru- 
ary, biscuit, Olerich, American, Nebraska, 
Council Bluffs, Alediterranean, etc. 

XXIV 
Analyzing' a FloAver 

' Our photograph shows Viola sitting at her 
table analyzing a flower. She is very fond of 
flowers, and likes to separate them into their 
different parts. She greatly admires the bou- 
quets which she often receives on the stage. 



39 VIOLA OLERICH 

XXV 
Writing- 
Viola could readily read script before she 
began to practice writing. Her first writing, 
and also her first drawing exercises, were on 
the blackboard. She never learned to print 
much, but began with script. A small "i" was 
che first regular letter she learned to make; 
then e, u, t, o, j, n, b, etc. O, was the first 
capital letter she learned. After she had prac- 
ticed writing on the blackboard a while, she 
also used slate, then paper and pencil, and a 
little later pen and ink. In order to make the 
writing exercises pleasant, we often inter- 
spersed them with attractive drawings. 

XXVI 
Typewriting- 
February 32, 1900, Viola received her type- 
writer. Two days later she took her first les- 
son on it. In a few days she learned to insert 
the paper, run the carriage back and forth, 



THE BABY SCHOLAR 31 

feed the paper in and out, and finger the 
whole of the keyboard with both hands. Of 
the many leading machines which we exam- 
ined and tried before selecting, we found that 
Viola much preferred The Smith Premier, 
which responded so readily to the touch of her 
little hands, that she enjoyed operating it very 
much. 

Viola could operate the typewriter quite 
skilfully when she was three years and three 
months old. She not only copied print and 
script, but also wrote from dictation, and even 
composed short articles as she wrote them on 
the typewriter. 

She has always enjoyed the typewriter very 
much, and the use of it has given her a great 
deal of practical information, which she could 
not have acquired so well in any other way. 
It wonderfully helped to raise the efficiency 
of her spelling, composition, punctuation and 
independent thinking. In no other way can 
children learn these so thoroughly and pleas- 



32 VIOLA OLERICH 

antly as they can by the use of a good type- 
writer in the home. To operate a typewriter 
is easily learned. A few lessons will start any 
child of ordinary intelligence in the right di- 
rection ,and all the rest must be acquired by 
actual practice. 

XXVII 
Some Miscellaneous Accomplisliincnts 

Viola knows all of Webster's Diacritical 
Marks (to indicate pronunciation), can give 
all the elementary sounds of the English lan- 
guage, and can find words in a small diction- 
ary. She recognizes the abbreviations of all 
the states and territories of the United States, 
of the days of the week, of the months of the 
year, and many others. She can quite well 
classify sentences according to use and form. 
With this practical language work, she began 
to learn grammar. Her attention, her mem- 
ory, her reasoning and her ability as a critic 
are as marvelous as her other attainments. 
Perhaps her most wonderful accomplishments 



1"+ 3*.^t,;!r.e. Oec- 



This rase contains %% kinds 
pi Seeas. VS'oU f»fi "Atne ao<f 

ferin^ dli C-f them .;:..;.;.. 




FIG. 61/2— VIOLA F^AMILIAR WITH :i2 KINDS OF SEEDS. 



THE BABY SCHOLAR 33 

are her extensive vocabulary and her abihty 
to understand almost everything she reads. 

Viola can also name the sun, planets and 
satellite represented on an orrery. 

XXVIII 
ExamiDation 

When Viola was one year eleven months 
and twenty-five days old, she passed an exam- 
ination before a disinterested committee of ex- 
aminers (^liss Verna Lumpkin and Miss 
Martha Campbell, both competent and suc- 
cessful teachers of the public schools of Lake 
City, Iowa, the city in which we then resided,) 
who found that she knew 2,500 nouns by hav- 
ing either the pictures, or the objects them- 
selves brought before her. The committee 
estimated that she knew at least 500 more 
nouns which they could not present as objects 
or pictures, making a total of 3,000 nouns 
which she knew at this age; perhaps more 
nouns than the average adult uses words of all 
parts of speech. 



34 VIOLA OLERICH 

This examination was conducted by two 
distinctly different methods. By the first, a 
large number of objects, or the pictures of 
them, were placed before Viola, and then she 
was requested to bring them one by one, after 
having heard each called for by its appropri- 
ate name. By the second, an object or a pic- 
ture of it, was held up for inspection and she 
named it. The latter method was used about 
half the time, although she could pronounce 
fairly well nearly all the words in the list. The 
committee compiled a written "Record" con- 
taining all the words of this list; and we 
acknowledge our indebtedness to them for a 
neat copy of it, which we prize very highly. 



Part Second 



THE EDUCATION OF LITTLE CHILDREN 

I 
Can Every Cliikl Learn as Rapidly 

Since Viola's educational ability has be- 
come known to the public, a number of very 
important questions have often been asked. 
A whole book might be written in explanation 
of them, but I shall answer most of them very 
briefly in this little book. 

Do you think that every child can learn as 
rapidly as Viola did? is a question that is usu- 
ally asked first. 

The author is well aware that most people 
attribute most of the mental and moral differ- 
ences which they see in children to Heredity, 
but we can find no trustworthy evidence in 
support of this theory. In my opinion, we 

(35) 



36 VIOLA OLERICH 

have the best of grounds for beheving that the 
mental and the moral faculties of all healthy 
children are^ at birth, approximately equal and 
similar; at least as much so as two little oaks 
which are just appearing above the surface of 
the soil. But, after a century's growth, each 
under widely different environments, the one 
develops into a gigantic oak, the other, for 
want of favorable opportunity, remains only 
a stunted scrub. 

So we believe it is with individuals of the 
human race. I contend that Viola's wonder- 
ful educational attainments are due to a better 
system of instruction and not to birth; and 
that any healthy child with equal advantages 
would have done substantially as well. Even 
much better results may, I believe, be pro- 
duced; because Viola has by no means had 
the very best opportunities that can be ap- 
plied. With still better surroundings the re- 
sults would, no doubt, be correspondingly 
greater. 



THE BABY SCHOLAR 37 

II 
Overtaxing^ the Mind 

Are you not overtaxing Viola's mind? is 
another question that is often asked. My 
answer is, why should I believe that her mind 
is or ever can be overtaxed? What evidence 
have we that the mind of a child which is left 
completely free as to when and what to learn, 
is or ever can be overtaxed? Is not all over- 
taxing caused by compulsory cramming? 
Does a free canary bird, which has always an 
abundance of choice food within easy reach, 
ever eat too much? Is not all overtaxing ef- 
fected by resorting to force of some kind, by 
compelling the child to study when it has no 
desire for learning? But force is the very thing 
which I condemn. 

All \"iola's learning has been done for the 
immediate pleasure she derived from the exer- 
cise of learning. Her learning has been all 
play, and no work. Interest, kindness, and 
freedom have always been the very elements 



38 VIOLA OLERICH 

of my methods. How can there be overtax- 
ing or "crowding" under the humane condi- 
tions of complete freedom? Is it a greater 
mental strain to play with cards, flags, seeds, 
leaves, geometrical blocks, pictures, portraits, 
letters, books, numbers, etc., than it is to play 
with dolls and tin whistles? 

Who believes that children, when left com- 
pletely free, overtax their minds playing? In- 
jury in education begins only where freedom 
and kindness end. I object to our present 
system of education principally because of its 
coercive measures, which always mean over- 
taxing. A child can never be driven to its 
book without great injury to body and mind. 
Force always kills interest. Want of interest 
means slight attention and careless observa- 
tion. These mean feeble impressions; feeble 
impressions produce a poor memory, and all 
these together result in poor scholars and su- 
perficial thinkers. 




*^ XXXII Pd-^'SJ y ,o^ t AND riYGIENE -1. 











FIG. 7. — VIOLA AS A FULL-FLEDGED ANATOMIST. 



THE BABY SCHOLAR 39 

III 
Interest for Learning 

Can an interest for learning be awakened 
in every child without driving? is another 
query frequently asked. To this I will reply 
by asking: Do all children like to play? If 
so, an interest for learning can be awakened 
in every child, for learning, when rightly pur- 
sued, is the most delightful of games. 

Whenever learning becomes more than 
play, something is wrong. We are then either 
teaching the wrong matter, or not using the 
right methods. Knowledge is the food of 
the mind just as material nourishment is 
the food of the body. With a healthy appetite 
and good food, eating is a delightful exercise. 
So it is with learning. Acquiring new truths 
gives great delight to all free and healthy 
minds. No other incentive for learning can 
be of any permanent benefit. 



40 VIOLA OLERICH 

IV 
Our Methods in the Public Schools 

Can your methods be successfully used in 
our public schools? is the next question. 

My reply is, that my methods can be used 
in any school that works in harmony with the 
nature of the child. To the extent that our 
present schools do this, can the methods 
which I have used in educating Viola also 
be successfully used in these establishments. 
Pupils used to be flogged for not being able 
to get the correct solution of a problem, or for 
missing a word in spelling. This seldom hap- 
pens now-a-days; but force, instead of inter- 
est, kindness and freedom, is still the basis of 
every recognized system of instruction. 
Forced attendance, forced study and forced 
behavior are still regarded by most educators 
as indispensable factors of a successful educa- 
tion. 

To compel little children to sit quiet and 
silent for four or five hours a day is the most 



THE BABY SCHOLAR 41 

unnatural and injurious burden that can be 
placed upon them. Th.is unnatural conduct 
which is forced upon children does not only 
destroy the interest for learning, but stunts the 
mind and impairs the health of every child so 
treated. 

Our institutions of learning are still far 
from being what they should be; but they 
could, however, be easily brought in harmony 
not only with the life of the child, but with the 
life of the adult as well; and this must be done 
before educators can hope to meet with emi- 
nent success. After this modification has 
been effected, every natural method will be 
suited to this natural school. 

The school must be brought In harmony 
with the natural life of the pupil, and not the 
healthy pupil's life warped to bring him in line 
with an arbitrary school. 

V 
" What Do You Intend to Prove? " 

What do you intend to prove with your ed- 



42 VIOLA OLERICH 

ucational experiment? is the next query in 
order. 

There are many important points which I 
desire to estabhsh through it, as far as an in- 
dividual case can estabhsh or verify them. 
I desire to show that a child at a very young 
age can be a good reader, writer, speller, etc., 
as well as a real scholar; that well-guided 
freedom in matters of education and conduct 
produces far better results than coercion does; 
that interest for learning is immeasurably 
more productive than force; that no injury 
can result to the child from the effects of 
learning, as long as it is left completely free; 
that a young child can readily acquire a 
liberal knowledge of such important sci- 
ences as Economics, Sociology, Psychology, 
etc.; that a child which has been properly 
taught is neither intolerant, revengeful, super- 
stitious, nor prejudiced ; that a woman-child 
can become as expert a reasoner as a man- 
child; that all learning should be done in the 



THE BABY SCHOLAR 43 

form of play — and many other important prin- 
ciples. 

VI 
Cause of, and Cure for the Cry-Baby 

Crying is the language of infancy. The 
normal child's cry is a signal of want or dis- 
tress. A baby that cries only under such con- 
ditions can not justly be called a cry-baby. 
Cry-babies are produced either by negligence, 
or by the lavishment of excessive maternalism. 
In good home training, the child's reasonable 
wants are always supplied before it needs to 
cry for relief. If this is well done, we will not 
be troubled with cry-babies from this source. 

Particular care should, however, be taken 
that, at no time, there is bestowed upon chil- 
dren a lavishment of excessive indulgence, 
for this is the fruitful source that produces 
nearly all the cry-babies. We should be very 
careful never to do anvthinc: for a child mere- 
ly because it cries for it. The more a child 
succeeds in gaining its end with the aid of the 



44 VIOLA OLERICH 

cry-weapon, the more it will use it. Hence, 
we should never rock, carry, nor sympathize 
with a baby simply because it cries. The 
more we do this the more it will cry. 

When a baby begins to cry, while being 
held, it should immediately be put down until 
it comes with a smile instead of a cry. We 
should never offer a premium on a cry. If 
we do, we shall soon have a sickly, ill-tem- 
pered, detestable cry-baby. We should 
promptly and kindly supply all the child's 
reasonable wants and ignore all further cries. 
By strictly following these humane principles, 
the worst cry-baby will be cured in a few 
months. Viola was a cry-baby of the most 
disagreeable type when she came to live with 
us, but rapidly changed with the application 
of the foregoing principles. If we do our 
work well in this direction, we shall never be 
annoyed with a "naughty cry-baby." 



THE BABY SCHOLAR 45 

VII 
standard of Kig-ht and Wrong" 

Perhaps we all agree that human acts are 
divided into two great classes: The one great 
class we call good, or right acts; the other, 
badj or wrong, deeds. A child should learn as 
early as possible why we regard certain acts 
as good and others as bad; that is, it should 
have a definite, adequate, clearly-outlined 
standard of Right and Wrong, which it can 
clearly state in its own words. 

We should pleasantly explain to the child 
that during the lapse of countless ages, man- 
kind have slowly but gradually discovered 
that certain acts always result in health, pros- 
perity and happiness, while others result in 
ill-health, adversity and pain. The former we 
have learned to call good or right, because of 
their desirable results; the latter, bad or 
wrong, because of their undesirable results. 
Pleasure and pain are therefore the basis of 
good and bad, of right and wrong. H there 



46 VIOLA OLERICH 

was no sentient element in the nervous sys- 
tem, capable of distinguishing between feel- 
ings of pleasure and feelings of pain, the ethi- 
cal conception of good and bad, right and 
wrong, could never have originated. All acts 
would then be of equal merit, and the terms 
good and bad, right and wrong, would not 
then constitute a part of the vocabulary of any 
language, either ancient or modern. 

Viola uses these words in stating her stand- 
ard of Right and Wrong: 

"All acts that produce more happiness than 
pain are good or right acts, while all acts that 
produce more pain than happiness are bad 
or wrong acts." 

We should therefore teach in the very plain- 
est and simplest terms that all sentient beings, 
including man, are always in pursuit of the 
greatest happiness, ])ut tliat the greatest hap- 
piness can be attained only by living in har- 
mony with the facts of the Universe; for ev- 
ery violation of a natural function is a viola- 




^.>o 



. 'H\ .■"■> 

ciold coins 








FIG. 8. -VIOLA AT HER MONEY EXCHANGE-COUNTER. 



THE BABY SCHOLAR 47 

tion of a natural law, and every violation of a 
natural law results in pain, the very opposite 
of that which we are constantly seeking. 

VIII 
Temper 

Temper is the disposition or state of the 
mind. The author claims that temper is near- 
ly altogether the result of post-natal condi- 
tions — education and training. A poor, sickly 
mother, living in a miserable garret, who has 
five or six dirty, hungry, ragged children 
whining about her, can not have so calm a 
temper as a person who is much more favora- 
bly situated. A child that is continually teased 
must have a mean temper. Other things be- 
ing equal, misery and interference tend to pro- 
duce a violent, detestable disposition. 

At first., \^iola had quite a violent temper, 
but, wath the proper treatment, it has greatly 
improved. She is, however, an ardent ad- 
mirer of liberty, and feels arbitrary constraint 
very keenly. 



18 VIOLA OLERICH 

On the point of improving the temper by 
education, we must learn the great fact that 
a sweet, well-governed temper gives us many 
advantages in life. 

IX 
Toys and Their Usefulness 

Children of all ages should have some suit- 
able playthings, no matter how simple. The 
nature of toys should, of course, vary as the 
age of the child advances. Whenever and 
wherever it is possible, the child should be led 
from its play into work by the use of toys. 
Children should therefore always have a good 
supply of useful toys. 

Viola's first simple toys, which she enjoyed 
so much at that time, have slowly been su- 
perseded by more direct articles of education, 
such as books, slates, blackboards, maps, 
reading cards, charts, flags, portraits, dolls, 
blunt scissors, etc. Hence, one of the princi- 
pal aims in life should be to turn work into 
play, and tools Into toys. 



THE BABY SCHOLAR 49 

X 
Dress 

In dress, comfort should always have pre- 
cedence over adornment, but especially 
should this be the case with children. While 
it is true that artistic beauty in dress is very 
desirable, it should, however, not be obtained 
at the expense of health and comfort. The 
garments worn should never be too abundant 
nor too scanty. Their style should be such 
as to cause only the least possible impediment 
to the natural functions of body and mind. 
They should never be too good for the child 
to play in. It is infinitely worse to wither a 
limb than it is to soil a frock. 

There is perhaps no sociological field in 
which caution, order, industry, and a knowl- 
edge of the practical business affairs of life 
can be better cultivated than in connection 
with the subject of clothing. 

Orderly and industrious habits are devel- 
oped by having children, at the earliest possi- 



50 VIOLA OLERICH 

ble age, take care of their own garments. 
Since the age of sixteen months, Viola takes 
care of her sun bonnet. Near the door, she 
has a hook on which she hangs it nearly every 
time she comes in, and puts it on when she 
goes out. So has she gradually learned to use 
and take care of her other articles of clothing. 
Children should purchase their own gar- 
ments as soon as possible. This experience 
familiarizes them with the valuable economic 
factors of competition, money, credit, com- 
modities, trusts, monopoly, etc. It teaches 
them valuable practical lessons in Economics 
and Sociology. 

XI 

Meddlingr 

We all know that some children, as well as 
adults, are very meddlesome, while others are 
not. It is my opinion that every meddlesome 
child has either been spoiled or has not been 
properly trained in the beginning. Excessive 



THE BABY SCHOLAR 51 

interference with the child is bound to pro- 
duce meddlers. 

When a child is ^oing- toward an object 
which it has been requested not to touch or 
handle, we should never yell at it to come 
back, nor should the object be snatched away 
before the child gets to it, unless it is some- 
thing very dangerous. Such a course pro- 
duces not only an undesirable meddler, but an 
ill-tempered cry-baby. 

Let the child go to the object; watch it 
when it gets to it, but say and do nothing, 
unless it becomes absolutelv necessarv to in- 
terfere. Every time a child comes in close 
contact with an attractive object, which it has 
been requested not to handle, and "of its own 
accord," leaves it unmolested, the child has 
gained a valuable step in self-government. 

But, while it is a commendable characteris- 
tic of children, when young, not to meddle 
with such things as they can not handle well, 
a time in every child's life must, however, 



52 VIOLA OLERICH 

come when it should be able to handle, exam- 
ine; and use all useful articles, and this it must 
learn by the experience of handling and using 
things. 

XII 
Teasing" 

No person, whether young or old, should 
ever tease or be teased. Teasing is an invasion 
of equal rights, and must ultimately detract 
from the happiness of all that participate in 
the act, but particularly from the happiness of 
those that are teased. 

In the estimation of all refined persons, it 
brands the teaser as a rude, unsympathetic 
person, who still nourishes in his bosom the 
awful sentiment of delighting to see others 
miserable instead of happy. Teasing culti- 
vates an ill temper and a boisterous conduct 
in the one who is teased, and stimulates the 
sentiment of revenge in the teaser. Largely 
on account of the teasing habit, it is almost 
impossible nowadays to rear a refined child on 



THE BABY SCHOLAR 53 

the business streets of our cities and towns. 
The desire for teasing- is a moral disease, and 
is largely acquired by imitation. Before a 
teaser can be thoroughly cured, he must learn 
two great facts. First, he must be able to see 
clearly the evil consequences of teasing, and, 
second, he must be able to understand how 
silly his conduct appears in the eyes of all in- 
telligent persons. 

We have never teased Viola. Whenever 
we play with her, we always treat her in a 
manner she likes. Such delightful treatment 
produces a jovial and congenial disposition; 
teasing produces just the opposite. 

XIII 
Order 

Having a convenient place for everything, 
keeping everything in its place, and remem- 
bering the things and the places, constitutes 
order. Wg all know that there is a vast differ- 
ence between persons in the matter of order. 
Some people can go into their library and find 



54 VIOLA OLERICH 

a book or pen in the dark better than others 
can find It by daylight. There must be a 
cause for this difference. I am well aware 
that most people attribute order to heredity, 
but I do not accept this theory. I claim that 
no one is born orderly; but that order is the 
result of education and training; that no one 
is really orderly until he has discovered by 
bitter experience that it pays to be orderly. 
Looking in vain a long time for the lost 
hatchet or thimble is a powerful reminder that 
orderly conduct is a valuable accomplishment. 
Orderly conduct is so difficult to learn, be- 
cause it involves some cleverness in the pro- 
viding of convenient places and exacts a pres- 
ent sacrifice for future benefits. To drop an ar- 
ticle after using it, as when a child drops a toy 
when it gets through playing with it, is much 
easier "for the time being," than it is to go to 
the "present" trouble of carefully putting it in 
its place for future use. Learning to be or- 
derly is learning the important lesson of mak- 




FIG. 9. — VIOLA AT HOME WITH PUNCTUATION M.vRKS. 



THE BABY SCHOLAR 55 

ing immediate sacrifices for future benefits, 
and young children know nothing of this. 

We began to teach Viola order by provid- 
ino- her at different times with convenient 
places for certain of her things: a cute basket 
for her small toys, a book-shelf for her books, 
hooks for her sunbonnet and night-gown, a 
pocket for her mittens, a corner for her shoes 
and overshoes, drawers for her clothes, a 
waste-basket for the waste paper, a lunch- 
counter for eating her lunch, hooks for her 
daily clothes when she retires, etc. 

In this way, by guiding and encouraging 
the child, orderly habits may be developed 
without difficulty. A little later on, the 
child should also learn to provide places for 
things as well as to keep them in their appro- 
priate places; but this requires more matur- 
ity of mind. 

Never make a machine of the child by the 
use of the repeated-telling process. Order 
can never be learned by such a tedious sys- 



56 VIOLA OLERICH 

tcm. Be patient and give the child time and 
opportunity. 

XIV 
Outside Tiifluences 

We know that not all the ''outside influ- 
ences" are good. Hence, no matter how 
highly educated and refined parents may be, 
the evil influences of the outside world, which 
still exist, are bound to impress upon the 
character of the child their obnoxious effects. 
So far Viola has, however, suffered little if 
any from pernicious outside influences. As 
soon as Viola was old enough to go out of 
doors, we fenced the door-yard. We do not 
want the reader to understand, however, that 
we intend to keep Viola fenced in. Far from 
it. As soon as she is barely old enough to 
take care of herself outside, she will have the 
freedom to go where she thinks proper, both 
during the day and the night. Above all, we 
desire her to be independent and self-reliant, 
so as to learn the important lesson that she 



THE BABY SCHOLAR 57 

must always reap the good and evil conse- 
quences of her own conduct. 

XV 
The Nature and Use of Patience 

Patience is the quality of being calm under 
toil or trials. Loss of patience means rise of 
temper. An intelligent view at once reveals 
the fact that we should always be patient ; that 
we should never permit our temper to run 
away with our judgment. Patience is, no 
doubt, one of the most commendable charac- 
teristics with which a human being can be 
endowed. 

To be patient does, however, not mean to 
be satisfied with everything as it now exists. 
It simply means that our judgment should be 
given the fullest opportunity to pursue the 
best course in solving the difficulties of life; 
for a ruffled mind expends mental energy un- 
necessarily, and can therefore not act so 
wisely as a calm, patient one. 

Patience should be inculcated, first, by be- 



58 VIOLA OLERICH 

ing patient ourselves. From this the child 
learns to be patient by imitation; and, sec- 
ondly, by showing that patience greatly con- 
tributes toward increasing our own happiness. 

XVI 
Cleanliness 

It is said that cleanliness is next to godli- 
ness. However this may be, due cleanliness 
is, no doubt, one of the most desirable virtues; 
but, like all other good things, cleanliness may 
be, and very often is, carried to excess. Viola 
has always manifested a healthy desire for 
cleanliness. From the time she was one year 
old, she very much disliked to have her hands 
face, and clothes soiled. Sometimes she likes 
to bathe and be washed; at other times she 
does not like it so well. We are, however, 
well pleased with Viola's taste for cleanliness. 
There is abundant evidence to show that un- 
der ordinary conditions, a person, but espe- 
cially a child, can be educated to be either 



THE BABY SCHOLAR 59 

scrupulously clean or allowed to remain dis- 
gnstingly dirty. 

At the very earliest age, a child should be 
taught in a pleasant way the advantages of 
being able to wash and bathe itself, and to 
keep, or help to keep its own garments clean. 

XVII 
Exercise 

All known organisms require alternate per- 
iods of exercise and quiet. Some require 
more exercise, some more quiet. In the hu- 
man family, the aged person needs much re- 
pose, the child much activity. In this respect 
the old and the young are very unlike, and 
this dissimilarity produces much hardship 
and ill-feeling in many families. It too often 
happens that parents, who are well advanced 
in years and who do not understand the dis- 
similar natures of youth and old age, require 
their children to be as quiet as they are them- 
selves. Such arbitrary restrictions are, how- 



60 VIOLA OLERICH 

ever, positively injurious to the full and har- 
monious development of children. 

On account of this natural diflerence in tem- 
peraments, parents and children often make 
each others' lives miserable, simply because 
they do not understand the laws that govern 
youth and old age^ respectively. It is not 
necessary — as many parents seem to think — 
to send their sons and daughters to some dis- 
tant gymnasium for proper physical ex- 
ercise. Free, pleasant play and independent 
cheerful work of a general nature set in mo- 
tion more muscles than any other kind of ac- 
tivity, and are therefore superior to any other 
kind. Such is not only the best kind of physi- 
cal exercise, but has at the same time an econ- 
omic value which gymnastics and calisthenics 
do not possess. 

Children, from the time they are babies, 
should be taken out every day, unless the 
weather is very unfavorable, and after they are 
able to walk quite well, they should be 



^ i"!a can read and -<pcif quite wcH f 
on this chart. f 

H'cekly picture No. 74, I 

t 




#» 






•^^ III (.J J J 

1 *¥^ 




>^li:ipl. a,b|f\. aiKl n doo 



FIG. 10.- VIOL vs SPELLING PROFIC 



=?^ 







lENCY. 



THE BABY SCHOLAR 61 

left free to go out as much as they 
desire, even during the coldest weather. 
Under such freedom, Viola, has grown 
strong and vigorous. Let us not make the 
mistake to think that children should be as 
quiet as the eighty-year-old sage. Any per- 
sistent restriction placed on the spontaneous 
activity of childhood works an irreparable in- 
jury to the body and the mind of the child. 

XVIII 
The Cause of, and Cure for Pouting 

Pouting is a fit of sullenness. A pouter, 
whether child or adult, is a very unpleasant 
companion. Pouting is either the result of 
bad social conditions, or of bad training. A 
pouter pouts for the same purpose as a cry- 
baby cries ; both of them use their weapon for 
the purpose of gaining their point; in fact, a 
pouter is nothing more or less than a modi- 
fied cry-baby. 

What is the cause of pouting? All pouters 
are produced by the lavishment of excessive 



62 VIOLA OLERICH 

paternalism. Perhaps the first time the child 
shows slight signs of sullenness, the parents 
begin to coax it, and the more they coax the 
more vigorously the child pouts; and often 
before they know it, parents yield to the child's 
pouts. The child has thus gained its point 
and has learned the advantages of pouting. 
It will now soon have its regular pouting cor- 
ner, and the more attention, talk, sympathy it 
receives during its pouting fit, the more it will 
resort to the pout — the weapon to gain its end. 

The treatment for pouters should be the 
same as the treatment for cry-babies. Treat 
them kindly,, speak neither caressingly nor 
harshly to them, and firmly ignore every 
symptom of their pouting. This remedy 
speedily cures the worst pouter. 

Viola never has shown any symptoms of 
pouting, and if she were a pouter, we are con- 
fident that we could soon break the habit. 



THE BABY SCHOLAR 63 

XIX 
Reveiig'e 

Revenge is the process of inflicting punish- 
ment in a spiteful manner. In my judgment, 
all revenge is not only wrong, but cruel. An 
eye for an eye and a tooth for a tooth is a doc- 
trine that can not be practiced without violat- 
ing the fundamental principles of modern 
civilization. None but unrefined, heartless 
persons will ever use the weapon of revenge. 
The origin and growth of the sentiment of 
revenge is due to a false system of education 
and training. If we would always treat each 
other kindly and speak of each other 
respectfully, the sentiment of revenge would 
not originate nor develop in children. But, 
as it is, the child first becomes revengeful by 
imitation, and further on by the teaching of a 
false theory, the theory that man can do as he 
wills in spite of his organization and environ- 
ment; and that he therefore deserves arbitrary 
punishment when he does not do as others 



64 VIOLA OLERICH 

think he should do. The existence and devel- 
opment of revengeful feelings rests on ignor- 
ance. The ignorant punish the erring, the 
enlightened pity and reform them. 

We have not noticed any signs of a re- 
vengeful nature in Viola, and we trust that 
she will never be polluted with it. 

XX 
Truthfulness 

Perhaps not one of us claims that we have 
on all occasions told the whole truth and 
nothing but the truth; but we all know that 
some persons deviate from the truth much 
more than others. What is the motive for ly- 
ing, and why do some people lie more than 
others? Is man naturally a liar, or is he nat- 
urally truthful? and how can children be 
raised in the path of truthfulness? 

Every one who has given this subject a 
thought knows that most of the lying is done 
for the purpose of getting out of difficulties or 
bad scrapes. When a child who has broken a 



THE BABY SCHOLAR 65 

window-pane and is sternly questioned by its 
parents, who believe in scolding and whip- 
ping, thinks that a falsehood will shield it 
against these unpleasant treatments, it is 
strongly tempted to tell a lie in order to "save 
itself." Parents who treat their children thus 
will always have liars in their offspring. 

On the other hand, parents who never make 
any rough, harsh questions, and who always 
treat their children with kindness and consid- 
eration, will seldom be troubled with having 
liars in the family. When a child does a 
wrong, we should not send it away with a kick 
or with cross words, but quietly talk about the 
accident and tell how the injury or damage 
must be repaired, endeavoring to instruct the 
child gently instead of mistreating it. When 
children are sure of such kind and fair treat- 
ment, they will not hesitate to bring their 
troubles and accidents to their parents in a 
truthful way without their being any need of 
any awkward inquiries. They then know that 



66 VIOLA OLERICH 

they have nothing to fear, no matter what the 
wrong or shortcoming may be. Such treat- 
ment offers a premium on truth, and produces 
truthful children; the harsh treatment offers 
a premium on a falsehood, and is bound to 
produce "story-tellers." 

So far, Viola has not shown in my presence 
the slightest signs of desiring to tell a lie, or 
in any other way to deceive me, and I am 
quite sure that she never will; for I shall al- 
ways treat her kindly and gently, no matter 
what errors she may be guilty of. I shall pur- 
sue the course of offering the premium on 
truth, and fear no bad results. 

XXI 
Kindness 

Like adults, some children are kind and 
others are cruel. Most people attribute this 
difference to heredity, but I do not accept this 
theory. On the contrary, I claim that all chil- 
dren, when properly raised, are kind; but that 




FIG. 11. -VIOLA TAKING AP. 



ART THE ELEMENTS OF A FLOWER. 



THE BABY SCHOLAR 67 

if always surrounded by cruelty, they are 
bound to become themselves cruel. 

How can kindness be taught most effectu- 
ally? When should it be taught? The first 
essential in teaching kindness is to practice it 
ourselves. When teaching kindness, which 
we should do at all times in all our words and 
acts, the following beautiful lines of Cowper 
should be written in our hearts: 
"I would not enter on my list of friends, 
Though graced with polished manners and 

fine sense. 
Yet lacking sensibility, the man 
Who needlessly puts foot on a worm." 

So far we have been unable to discern any 
signs of cruelty in the conduct of Viola. We 
do not kill or abuse anything in her presence, 
if we can possibly avoid it, not even a worm 
or a fly. On all proper occasions we praise 
kindness, and depict the horrors of cruelty, 
and we feel confident that these lessons of ex- 



08 VIOLA OLERICH 

ample and precept will produce the desired re- 
sults. 

XXII 
Work or Labor 

In a purely economic sense, all exertions, 
whether pleasant or unpleasant, which are 
made for the production of wealth — food, 
clothing, shelter, and luxuries — is economic 
labor. Every child should learn to labor, and 
its career of economic labor should always 
begin in play, and at the very earliest age pos- 
sible. 

When still a mere babe, it should be taught 
to do little tasks in a playful way. As soon 
as children are able to walk, they should be- 
gin to take care of their hats, mittens, toys, 
etc. A little later, they should learn to wash, 
bathe, take care of their bed, their bed-room, 
and their clothes, both soiled and clean. A 
little later, the child should first learn to cut 
and sevv^ by making garments for its doll; 
learn to h.ammer, chop, and saw with its toy 



THE BABY SCHOLAR 69 

tools, etc. In the same manner it should learn 
to sweep, wash, scrub, dust, cook, manufac- 
ture things, and do all other useful work as 
far as possible. All this should be done in a 
pleasant, cheerful way, giving the laborer the 
full products of his labor; for that can be the 
only true incentive for industry. Labor should 
always be spoken of in the highest terms, and 
the beneficial results derived from the pro- 
ducts of labor should be clearly pointed out. 

XXIII 
Freedom 

Exemption from the power and control of 
others is freedom. The fundamental basis 
of freedom is that every person has a right to 
do as he wills, provided he infringes not the 
equal rights of others. The desire for freedom 
is, next to the desire for self-preservation, the 
deepest sentiment that lies within us. There 
are only two modes of government: self- 
government and the compulsory government 
by others. 



70 VIOLA OLERICH 

Viola has perhaps enjoyed a larger range of 
freedom than any other child that ever lived. 
What salutary effects this freedom and kind 
treatment have produced in regard to her 
physical and mental development, and the 
formation of what we believe to be a noble 
character, we shall be pleased to submit to the 
candid verdict of our readers, after they have 
perused this little book. 

XXIV 
Relig'ioii 

In matters of religion, we believe that chil- 
dren should be permitted to make their own 
choice whenever they see fit to do so. They 
should have an opportunity to examine the 
sacred books of as many of the leading reli- 
gions of the world as possible. This wide and 
impartial investigation develops the spirit of 
tolerance and unfolds the idea of the common 
fatherhood of God and brotherhood of man. 

This is the course which wc intend to adopt 




^ Viola R.os:aTi3 Olerich. 
Ag-e. lyr, fmo^^<7^d^.; Time, NOV. f% 

Belfcvy are specimens Qi VioWs best 
wntiftg- ana <!j^awsr)g- ^i)« ean a* upioiaf& 
r«g. t ii an altempt to make O. n<?4, a 




FIG. li;.-VIOt,A DRAWING ON THE BLACKBOARD. 



THE BABY SCHOLAR 71 

with Viola, both in poHtics and in reHgion. 
No other person is so blind as a prejudiced 
person. We believe in taking the good and 
dropping the bad of everything. 



Part Third 



ENDORSEMENTS OF PROMINENT PEOPLE 
AND NEWSPAPERS 

I 
Viola's Debut 

Viola made her first appearance in public 
on the stage in the opera house at Odebolt, 
Iowa, April 6, 1899, at the age of two 
years and two months. She gave uni- 
versal satisfaction. Since that time, she 
has given exhibitions of her wonderful 
attainments in churches, before teachers' 
meetings, and in large opera houses. Her 
voice is so strong and clear that she can 
be distinctly understood in all parts of a large 
auditorium or theater. On the stage, just 
as elsewhere, Viola does all her work in the 
form of play. Her witty sayings, her cute do- 

(72) 



THE BABY SCHOLAR 73 

ings, and extraordinary mental powers charm 
every audience. 

Thus we see that Viola is the youngest star 
actress as well as the youngest scholar in the 
world. She has received as high as $75 for a 
week's engagement, giving only a 20-minutes' 
performance a day. This is equal to 37.50 an 
hour; or more than double the salary of the 
President of the United States receives for an 
equal length of time. 

II 
A Few Press Notices 

Perhaps no other child of her age has ever 
before been favored with so many complimen- 
tary press notices as Viola has. Her picture 
and biographical sketch have appeared in 
nearly all the leading newspapers and maga- 
zines in the United States and Europe. Here 
are given brief extracts of a fevv' of them: 

Odebolt, Iowa — "Last Thursday evening 
(April 6, 1S99), Viola Rosalia Olerich, the 
wonderful baby scholar and intellectual prod- 



74 VIOLA OLERTCH 

igy, made her debut before one of the most 
appreciative audiences ever assembled in the 
Odebolt opera house. The fathers and moth- 
ers who were not present to see and hear Vi- 
ola display her acquirements, and hear Prof. 
Olerich's remarks on the raising and training 
of children, missed one of the rarest treats of 
their lives. Only those who saw this exhibi- 
tion can believe that a child of such tender 
years can possess so much useful knowledge 
and display it without the least mental strain. 
She exhibited her acquirements in the form 
of childish play, with all the glee and antics of 
the ordinary babe of her years. She exhibits 
her educational plays on a beautiful elevated 
stage, which was specially designed and con- 
structed for her use. She seems to enjoy her 
work, and her action is perfectly free and un- 
embarrassed." — Odebolt Chronicle. 

"Little Viola Rosalia Olerich, the child 
wonder of Council Bluffs, Iowa, gave an exhi- 
bition of her typewriting in Omaha. She owns 




FIG. l:?.— BABY VIOLA AT HER TYPEWRITER. 



.■^'" 



THE BABY SCHOLAR 75 

and operates a Smith Premier typewriter al- 
most perfectly, seldom making mistakes in 
spelling and punctuation. Her work is cer- 
tainly wonderful." — Omaha Daily News. 

''She (Viola) was becomingly gowned, in a 
fleecy fabric of baby blue, fringed with soft 
lace, with the brightest blue eyes and the 
sweetest baby face surrounded by an aureole 
of golden hair that gave her almost angelic 
beauty, and there was not a person in all the 
hall who did not yearn to smother her with 
kisses." — Council Bluffs Nonpareil. 

''Nearly the entire corps of teachers of the 
Council Bluffs schools witnessed an exhibi- 
tion of the remarkable powers of Baby Viola. 
The attainments of the little girl are certainly 
wonderful. The results of Mr. Olerich's efforts 
with his little daughter were intensely interest- 
ing to the teachers." — Omaha Sunday World- 
Herald. 

"Baby Viola gave an exhibition before the 



T6 VIOLA OLERICH 

city teachers. She is able to read almost any- 
thing that is placed before her. Little Viola 
is also a very pretty child." — OuiaJia Daily Bee. 

"Baby Viola is the youngest reader and 
writer that ever lived." — San Francisco Ex- 
aminer. 

'The wonderful things that Baby Viola can 
do." — Nezv York Sunday Herald. 

"Viola understands very largely what she 
reads. This ability must, perhaps, be regard- 
ed as the greatest of her accomplishments." — 
Nezv York Sunday World. 

"Viola is a bright, healthy, handsome, pre- 
possessing blonde, with a remarkably fair 
complexion, brilliant eyes and very pretty 
hair." — Springfield, Mass., Fann and Home. 

"Viola Olerich is phenomenally learned." — 
Chicago Sunday Chronicle. 

"The unusual precocity of the child was 
nurtured and developed by the parents, and 
when she once began to learn, she learned so 



THE BABY SCHOLAR 77 

rapidly that her guardians were scarce able to 
keep pace with her:'— Chicago Times-Herald. 

in 

A Few Opinions of Prominent People 

Here is what a number of representative 
persons, who saw Viola's ability tested in pub- 
lic, say of her: 

''Council Blufifs, Iowa — This is to certify 
that the undersigned is personally acquainted 
with Viola Rosalia Olerich, the famous baby 
scholar of this city. Viola is a normal, happy, 
healthy child, and so far as records are extant 
on the subject, she is without doubt the great- 
est educational wonder that ever lived. 

"Prof. Olerich has demonstrated in the edu- 
cation of Viola, so far as an individual case is 
proof, that post-natal education through ab- 
sorption from environment, is the avenue to 
culture."— 0. /. McManns, County Superin- 
tendent of Schools, Pottawattamie County, 
Iowa. . 

L«rc. 



78 VIOLA OLERICH 

"Council Bluffs, la. — This is to certify that 
Viola gave an exhibition of her wonderful tal- 
ent in our church. She is unquestionably the 
most wonderfully educated scholar that ever 
lived. All her work is of the highest order 
and in the form of delightful play. Her read- 
ing, spelling, pronunciation, and typewriting 
are perfectly marvelous. In her performance, 
she is charming as well as clever, and witty 
as well as wise. Every person in the audience 
was highly pleased with the exhibition. She 
makes a pleasing, artistic appearance on her 
little elevatetd stage. The same evening we 
engaged her for another entertainment, in the 
near future." — Edward IV. Erickson, Pastor 
of M. E. Church; Mrs. E. M. Smith, Presi- 
dent of Ladies' Aid Society; Mrs. C. F. Mil- 
ler, Secretary of Ladies' Aid Society. 

"Des Moines, Iowa — For her age, Viola is 
no doubt by far the most advanced scholar 
that ever lived. Her intellectual feats are the 
w^onder of the world, and cannot be duplicat- 



'* i - i a can name\'ind ioc«u> 
■■' planets and '^atelUtes \viieH 
'-evented by an Orrerv. 



Weekly picture \r> , f *_.* 




FIG. 14. -VIOLA PL.^YING WITH ASTRONOMY. 



THE BABY SCHOLAR 79 

ed on any other stage or platform." — /. 6^. 
Connally, Manager Mirror Theater. 

The above are only a few of the many com- 
mendable notices which Viola has received for 
exhibiting her wonderful attainments. 

IV 

A liist of Leading" Xewspapers and 
Magazines Articles 

The following are a few of the many news- 
papers and magazines, which contain leading 
illustrated articles about Viola: 

The Omaha Daily News, July 16, 1900. 

Children of the United States, for July, 
1900. 

The New England Home Magazine of 
Boston, April 15, 1900. 

The Chicago Tribune of January 29, 1900. 

The Chicago Times-Herald, March 22, 
1899, contains the first press notice of \^iola. 



80 VIOLA OLERICH 

The San Francisco Examiner, January 31, 
1900, contains a full page descriptive matter 
and a handsome life size picture of Viola. 

The St. Louis Sunday Republic, April 16, 
1900. 

The New York Sunday World, January 28, 
1900. 

The New York Sunday Herald, February 
18, 1900. 

The Chicago American, July 8, 1900 (First 
Sunday edition). 

The Strand Magazine for August, London 
edition, contains an interesting article with 
ten illustrations. 

The New York Sunday Journal of July 8, 
1900, contains one of the latest and most com- 
plete articles that have so far appeared. The 
article consists of seven pictures, nearly a full 
page of descriptive matter, and a facsimile of 
a type-written letter, which Viola wrote, ad- 
dressed, and sent to the Journal, ordering the 
Sunday Journal to be sent to her address at 



'v^w I >r 1 1 i-!i«.ifr)da., ; vS., 4. I S ;> '>. 

II was found by examinanon that 
Si t> I a knows over !^rtO() nouns, by 
h.ivinw eitlierthe objects themselves. 
or the pictures of them placed hciore 
her, ♦ lixaminers. 

Vliss V'erna l.umpkin. 

v\iss v\atty Campbell, of 
Lake City. Iowa . 



Sleekly picture No <j«>. 



^^ J 



*i> 




FIG. If). — VIOLA UNDERGOING A SEVERE TEST 



THE BABY SCHOLAR 81 

Council Bluffs, Iowa. Viola not only sub- 
scribed for the paper, but also earned the 
money herself, which she remitted for it. This 
makes her the youngest actual newspaper 
reader and subscriber in the world. 



(The End.) 



bUO 



l!|[l!till! 



:iito!tli 

mm 



mml 



! 



•1! lf»T 



f? 



ihil: 
ii !i 



iiijiml! 
■H ■]! Mi! 

5 Hi 

1 ■ 1 ! 1 • I I ; • ■ 



m\i 
mill 



ii! 

11 



;ijlU|lL 



m^ 



ill 

mm 



If 



lliilliili 

Hid I 



!Hi 



mr 



m 

Hi ih 

pill' 



,..,'!{! tin 



I ii 



i i! I iiri [I! iinifelhiiu 



i 

1 



It i^i pi I 



m 



LIBRARY OF CO 



NG 




RESS 



020 407 642 A 



m 







i lijijiiiliiiiiitjiiiiiiiiiiiffliiiiiyiiiiiiiiiijiiiiy I 



iiili!!!! 






Hl^llf 



; ■ n , ■ ■ i , • = ; , M ' ■ ^ ^ > ' ' J . f - ? HI 



. . 












, ■ 

1 : 




m 





mm 




ii! 



Jjliiliiii' 
jiiiiir 






H!!!!|HH!Hi^ii!HHi|jj. 



m 



iliiiiilliiiiiiillnH- 



iiiiiiiilii 



^nuu 



■ t : 1 ? ; 1 r 1 1 1 f ! * ) - ! 



iijiiiililijiw iijiiii; 

illH !lJ'nfi^}!5iH5ii!!i|• 



iHiliiiiii^ 



JHiH 

-; ; - 1 V ' • 1 




"""''-IP '*'lil lllll i |!i,iii!|iiilf Ii p"-'-""--!||||il| l&ii 






,11 II 



ll 



if 
11 



4>f 



